Minus by

jademartin2 — 2024-04-15 01:53:00 UTC

Attendance data should be more localised to allow for more accurate clusters of info.

2024-04-15 01:54:56 UTC

Induction procress - handbook useful, travel claims process difficult (trial by fire) - admin hard to start in job at IMSS. Teaching ok, but admin work needing more support - context split classroom / IMSS

matthewalker84 — 2024-04-15 01:55:00 UTC

Moderation - collaboration in teams with moderation. In particular with PS - we are not giving enough time to staff to do moderation activities within sectionals. We do this to a degree (although not enough) with ATAR but not enough in beginner years and into early high school. We need time to do this.

Pay

2024-04-15 01:55:16 UTC

2024-04-15 01:55:57 UTC

Results of the school culture survey are skewed due to the limited multiple choice options. There should be a space to write your own answer under each question.

Data collected is therefore not accurate.

Difficult to be organised and provide accurate assessment outlines/calendars when info from IMSS comes out after the fact and/or information to be relayed changes e.g. marking keys

jademartin2 — 2024-04-15 01:56:25 UTC

Need a more thorough investigation into reasons behind non-attendance at lessons in order to understand trends and form solutions

tashanaolsen — 2024-04-15 01:56:26 UTC

Investigating retention data and reasons behind withdrawal from the program

tashanaolsen — 2024-04-15 01:57:11 UTC

Woodwind needs to pause on development/data collection to allow other instrumental groups to catch up

jademartin2 — 2024-04-15 01:57:17 UTC

matthewalker84 — 2024-04-15 01:57:26 UTC

Student retention data: we have the data, but what does that help us with? We need more internal information, more data and access to reasons about why students exit. The Census, entry point in public high schools, and parent feedback is not enough and consistent in providing us with clear data on exit information.

matthewalker84 — 2024-04-15 01:57:58 UTC

We need better data collection systems from Primary to Senior.

Data collection is over the top and affecting our ability to deliver lessons and teach music effectively

jademartin2 — 2024-04-15 01:58:24 UTC

Communication with school contacts and parents regarding the transition between primary and secondary schools and programs.

tashanaolsen — 2024-04-15 01:58:53 UTC

2024-04-15 01:58:59 UTC

School culture survey
Gave limited options to choose from to answer. You had to choose one option before you could go on to the next question so just had to choose one option even if it did not reflect your actual view.

matthewalker84 — 2024-04-15 01:59:30 UTC

As IMSS teachers, we can't access the kind of data that individual schools, schools leaders, administrators and teachers access as a matter of regularity.

Greater communication between schools and parents regarding upper school programs and options. These discussions needs to be had earlier (eg year 8/9) so reluctant students are more aware of potential pathways.

tashanaolsen — 2024-04-15 02:00:02 UTC

matthewalker84 — 2024-04-15 02:00:53 UTC

More clarity on what the attendance tracker will achieve. The parametres have not been made clear. What constitutes an "absent"?

jhqmvg8rq9 — 2024-04-15 02:01:21 UTC

Collecting more data but no extra time to do it. Taking away from teaching preparation.

Data collection needs to be as simple as possible - department iPads for logging attendance.

Changing goalposts - information needs to be provided earlier in order for us to effectively collect data

jademartin2 — 2024-04-15 02:01:37 UTC

matthewalker84 — 2024-04-15 02:01:52 UTC

Further development of the attendance tracker and purpose for it. What do we do with this data, what decisions have been made as a result? this needs to be clear?

2024-04-15 02:01:52 UTC

Overwhelmed by the collection of so much data. Alienates staff from the leadership team.

More informal assessment to allow for fair and equitable chances to achieve valid assessments and allow students to achieve their goals (more flexible assessment schedules)

jademartin2 — 2024-04-15 02:02:39 UTC

Conversations with schools regarding promotion and encouragement of PIMS course as a legitimate upper school option (fear of losing students from classroom program may impact whether teachers promote or not)

tashanaolsen — 2024-04-15 02:02:51 UTC

jhqmvg8rq9 — 2024-04-15 02:03:21 UTC

What does “regular” attendance mean? Different for different schools.

matthewalker84 — 2024-04-15 02:03:28 UTC

More collaboration with major stakeholders in application of the new IWSTLP. (eg. GAT schools).

2024-04-15 02:03:46 UTC

Ways data is being collected is not very sophisticated. Attendance tracker in particular.

Suggest a professional statistics company are engaged.

Network planning to build greater connections between IMSS teachers in feeder primary schools and local high schools

tashanaolsen — 2024-04-15 02:04:31 UTC

2024-04-15 02:05:04 UTC

Seems like exec are panicking to try to gather evidence.

2024-04-15 02:05:20 UTC

Retention
Not much in the school plan written about retention
Retention in music versus other optional subjects
Are students quitting music in general or are they staying in music and quitting IMSS
Losing students to Private schools
Students preferring IMSS over classroom music
Selection of students - those that are best to succeed.
Students don't like performing in front of others.
One area that is concerning - no real policing on how Program is run within schools other than the Service Agreement.
Students having the logistical ability to organise time to practise.

jhqmvg8rq9 — 2024-04-15 02:05:23 UTC

Need a data interpreter allocated for more accurate representations.

Look into use of Pivot survey use as well?

matthewalker84 — 2024-04-15 02:06:13 UTC

We needed more time to bring staff up to speed with the new IWSTLP. This process over 2023 did not feel like a smooth, transparent and carefully implemented process. It felt very rushed.

Can we create an information package which is distributed to all families in year 5 (audition info) and year 6 (enrollment info and potential Y7 beginners)

tashanaolsen — 2024-04-15 02:06:14 UTC

Finding accurate data when independent schools use so many different IT platforms.

2024-04-15 02:06:32 UTC

2024-04-15 02:06:44 UTC

Staff being turned off by too much data and admin task’s required.

matthewalker84 — 2024-04-15 02:08:10 UTC

We need an induction process for school contacts and school administrators so that they can be competent and confident in their duties and responsibilities. Most importantly, so that they have access to the data systems and information they need in order to help the IMSS staff in their schools.

Whole School Assessment

2024-04-15 02:09:10 UTC

The new assessment program has been rolled out too fast without sufficient staff consultation & support - this has caused high stress for staff and discouraged buy in.

There is a feeling of disparity in rolling this out to our range of school contexts - we can try to adapt, but it’s really difficult to achieve in the low-socio schools.

RE Term 1 RTP 1st assessment upload, there is a range of schools who have organised RTP or not, and a mix of staff have or haven’t assessed/uploaded first task data.

This also hasn’t been helped by the Union Directives with no meetings in Term 1.

Data VS Students

2024-04-15 02:12:55 UTC

There is an overwhelming range of data being collected, and a sense of the focus being taken away from our primary goal = teaching our students.

Common Assessment Tasks

2024-04-15 02:16:18 UTC

There was a mixed feeling about this - some staff compared each instrument group to different subjects in a school which have tasks and activities appropriate to their subject, but they’re not squeezing a square peg in a round hole while trying to adapt and conform to the “same” model across all instruments / subjects - there are so many differences between each group…

Minus

2024-04-15 02:18:19 UTC

My biggest priority is for my students. I don’t really care for data at all and can’t make connections why it’s being given so much importance over teaching.

matthewalker84 — 2024-04-15 02:22:12 UTC

Vision statement: perhaps reference to a more global focus. Music is not a WA thing, an Australian thing. We, in the context of the world, teach a crucial and 'common' language that transcends culture, societies and languages.

Pedagogical Understanding

2024-04-15 02:22:36 UTC

There were differences observed in how different instrument sections are undertaking aspects of the PF. Ex: PBE / technical work, etc…

2024-04-15 02:33:56 UTC

Becoming less student centred. There needs to be allowances for more flexibility.

2024-04-15 02:36:11 UTC

All creativity has been stifled. Teachers are being told what to do.

2024-04-15 02:37:58 UTC

Staff development days should be student focused rather than collecting data and ticking boxes for admin.

2024-04-15 02:39:26 UTC

Too much alignment and not enough flexibility.

2024-04-15 02:39:48 UTC

Honesty is discouraged.

2024-04-15 02:40:46 UTC

Executive team need to be open to take on board honest feedback.

Data on data about data

2024-04-15 02:52:31 UTC

Would love it if the majority of time in Sdd was spent on inspiring, new teaching ideas, and meaningful strategies which can be explored in the classroom rather than data analysis and box ticking. The consistent focus on data doesn’t seem to have much real world connection to actual teaching. We realise that Exec has to do this but does it have to have so much focus? Could it be more a side note for the majority of time?

2024-04-15 03:02:11 UTC

Across the year, curious to know what % of Staff Development Days are devoted to data analytics and discussions, particularly in recent years. Is there too much of this relative to classroom practice?

Data Collection- Assessments and Elitism

2024-04-16 07:16:14 UTC

Receiving the newly minted assessment outline was cause for concern, particularly within my main teaching area of generally perceived low socio schools.

For example- Year 10. 20 marks out of 55 for Stylistic Interpretation. My upper school students are generally very basic in their skills. So much so that rhythm and note reading is still a major roadblock. The higher level thinking and skills required for any sort of competence in stylistic interpretation is almost "pie in the sky" stuff for the majority of said students in these schools in my opinion. If my students turn up each week, I consider it a big win and many don't even have an instrument to practice on or any support in their home life- two of the most essential ingredients for success.

The marking key and curriculum requirements seems based on the elite ATAR schools, which is unrealistic and fanciful within the context of my current teaching experience. I'm not saying I cannot improve my pedagogical skills and do better with these students, but it appears to me that the "have nots" are being overlooked completely.

A fantastic data collection set would be an understanding of what % of schools fall in this category. I have a feeling there would be a large %.

A solution could be to have a Yr 7 - 10 General Music assessment criteria and more flexible curriculum for these schools. This would allow inbuilt flexibility and more student centered assessments. I understand this would be challenging to administrate, however the one size fits all approach does not work in these types of schools imo.

Busso

2024-04-18 05:23:48 UTC

Hard to get survey links to students to do the student surveys – particularly primary who don’t use connect or have devices to use a QR code in class.
Regions often feel forgotten about or neglected – their opinions are asked for but often not included in planning. This is improving, however! (as evidenced here)

Linking of assessment to curriculum doesn’t seem well considered and feels forced.

2024-04-25 05:11:14 UTC

E.g. in woodwind, Scales = Playing by Ear? Are all woodwind staff meant to only teach scales by ear? PBE data otherwise wouldn’t be relevant? Also feel it might be more effective if we are encouraged to embrace various skills (PBE, PFN, IMP, PBM) within tasks, to promote multimodal learning. Rather than deliberately separating improvisation from repertoire etc.

PSR Woodwind Pedestal = Sectional Alienation & Staff Morale as a result

2024-04-30 09:35:29 UTC

From speaking with colleagues, and getting a feel for the morale among staff over the past few years, it appears due to the Woodwind section being represented in the 2022 PSR as the "gold standard", this has led to the alienation of other instrument sections due to a lack of acknowledgement or opportunity to share their existing work at that time, nor throughout this whole "alignment" journey for that matter. Anytime the conversation happens in staff meetings, SLT meetings, Friyay, etc, it's always Woodwind this, Woodwind that - this commentary is in fact pushing staff away (woodwind included) due to the implied understanding that no other section has ever done the same work before, for better or worse. If the Exec Team could hear this and consider the improvement of how the messaging is being sounded across our service, and internally in the Senior Leadership Team, this may improve staff buy-in and change management outcomes... or is it already too late?